Gagne's Nine Events of Instruction with Examples to conduct more lectures and effective classroom management.

1. Events of Instruction
Gagne’s
Instructor may apply the Nine Events of Instruction in the development and
instruction of a course.
By: Nitin G Shekapure

2. Learning Objectives
We will be able to…
Explain the various stages of Gagnes
learning model
Use memory tools to remember the
stages of the model
Give examples of the models

3. 1 •Gain Attention
2 •Informing Learner
3 •Stimulating Recall
4 •Present the contents
5 •Provide learning guidance
6 •Elicit performance
7 •Provide feedback
8 •Assess performance
9 •Enhance retention and transfer
Gagne’sLearningModel

4. Preparation
• Gaining Attention
• Informing Learner of the Objectives
• Stimulating Recall of prior Learning
Instruction
& Practice
• Presenting the contents
• Provide learning guidance
• Eliciting performance
• Providing Feedback
Assessment
& Transfer
• Assessing Performance
• Enhancing retention and transfer

5. Gain Attention1
Ensure that learners are ready to learn and participate in activities
by presenting a stimulus to gain their attention.
Methods for gaining learners’ attention include:
• Stimulate students with novelty, uncertainty and surprise
• Pose thought-provoking questions to the students
• Have students pose questions to be answered by other students
• Present a new and interesting situation that provokes curiosity
• Present meaningful and relevant challenge

6. Mr X Mr Y
MACHINE
• Stimulate students with novelty, uncertainty and surprise

7. • Pose thought-provoking questions to the students
Name the Machine

8. • Have students pose questions to be answered by
other students
Earth moving
Machine
JCB
Bulldozers
@&*#$
!!!!!!!!!!
???????

9. • Present a new and interesting situation that provokes
curiosity
As we are discussing about MACHINE, and as looking at present
situation, we will need MASK, so what would you like to
incorporate in mask which you are going to design.

10. • Present meaningful and relevant challenge

15. Informing Learner2
Inform students of the objectives or outcomes to help them
understand what they are to learn during the course. Provide
objectives before instruction begins.
• Describe what they will be able to do at the completion of the session
• Describe required performance
• Learner establishes criteria for standard performance
Methods for stating the outcomes include:

16. 102013 - Basic Mechanical Engineering (2012 Pattern)
Course Objectives:
1. This course will help the student to acquire knowledge of
Mechanical Engineering.
2. Describe the scope of mechanical engineering with
multidisciplinary industries.
3. Understand and identify common machine elements with their
functions and power transmission devices.
Mr X

17. 102013 - Basic Mechanical Engineering (2012 Pattern)
Course Objectives:
1. This course will help the student to acquire knowledge of Mechanical Engineering.
2. Describe the scope of mechanical engineering with multidisciplinary industries.
3. Understand and identify common machine elements with their functions and power
transmission devices.
Mr Y
Student
You
Mechanical
It is the branch of
engineering that
involves the design,
production, and
operation of
machinery.
Engineering
The action of
working
artfully to
bring
something
about.

18. Marking Scheme :
• Online Test: total 50 Marks
 Online Test 1 (Phase I) : 30 Minutes Examination, 25 Marks
 Online Test 2 (Phase II) : 30 Minutes Examination, 25 Marks
• Theory Paper (Phase III) : 120 Minutes Examination, 50 Marks
Term-work: 25 marks

19. • Stimulating Recall3
Help students make sense of new information by relating it to
something they already know or something they have already
experienced.
Methods for stimulating recall include:
• Ask questions about previous experiences
• Ask students about their understanding of previous concepts

20. Mr X Mr Y
What is Machine?
The simple Definition of
machine is:
A Machine is a device that
makes work easier by
changing the size and
direction of the force.
What is Machine?
Help students make
sense of new information
by relating it to
something they already
know or to something
they have already
experienced.

21. • Present the contents4
Use strategies to present and cue lesson content to provide
more effective, efficient instruction. Organize and chunk content
in a meaningful way. Provide explanations after demonstrations.
Ways to present and cue lesson content include:
• Provide examples
• Present multiple versions of the same content, e.g., video,
demonstration, lecture, podcast, group work
• Use a variety of media to address different learning preferences

22. Input (Source of Energy) Output (Product)

23. • Sorting machine.
• Answering machine.
• Washing machine
• Ventilator Machine.
• Vending Machine.
• Radio / TV.
• Sewing Machine.
• Ticket machine.
• Editing Machine.
Some Examples of Machine
Mr X

24. • The different sizes of eggs are sorted by a machine.
• If I'm not home when you call, leave a message on the machine.
• Don't forget to put the towels in the machine before you go out.
• Doctors kept him alive on a life-support machine.
• There is a vending machine on the platform that dispenses snacks.
• The machine emits a high-pitched sound when you press the button.
• This sewing machine is operated by a foot pedal.
• I need some coins for the ticket machine in the car park.
• You'll need a powerful machine for editing videos.
Mr Y

25. Think of Machine?
Ice Cream Cone Maker

26. Think of Machine?
Metal Rod Shaper

27. Think of Machine?
Apple Slicer

28. Think of Machine?
Automatic Hand writer

29. Think of Machine modification.. Simple but innovative

30. Think of Machine modification.. Simple but innovative

31. Think of Machine modification.. Simple but innovative

32. Think of Machine modification.. Simple but innovative

33. • Provide learning guidance5
Advise students of strategies to aid them in learning content and
of resources available.
Methods to provide learning guidance include:
• Concept mapping for association
• Role playing for visualization of application
• Case studies for real world application
• Analogies to help knowledge construction
• Graphics to make visual association

34. Ask Questions?
Let them think
Let them imagine

35. Elicit performance6
Let the Students do something with the newly acquired
behavior, skills, or knowledge. Provide them with practice
activates to activate the learning process.
Ways to activate learner processing include:
• Have the Students do something with the newly acquire behavior
• Have the Students apply knowledge to a scenario or case study
• Ask the questions so that they can show their knowledge
• Ask the students to demonstrate how to use it
• Have them complete a role playing exercise

36. Role playing exercise

37. Provide Feedback7
Provide immediate feedback of students’ performance to assess
and facilitate learning.
Tips on providing feedback:
• Be Positive
• Be Objective
• Use first hand Information
• Deliver focused and concise Feedback
• Focus on areas the student can Control

38. Types of feedback include:
• Confirmatory feedback – Informs the student they did what supposed to do
• Corrective feedback – Informs the student the accuracy of their performance or
response
• Remedial feedback – Directs students in the right direction to find the correct
answer but does not provide the correct answer
• Informative feedback – Provides information (new, different, additions,
suggestions) to a student
• Analytical feedback – Provides the student with suggestions, recommendations,
and information for them to correct their performance

39. • Assess performance8
In order to evaluate the effectiveness of the instructional events, you
must test to see if the expected learning outcomes have been
achieved. Performance should be based on previously stated
objectives.
Methods for assessing performance learning include:
• Written test
• Short questionnaires
• Oral Questioning
• Other measurement tool to show that they have learned the material or skill
effectively

40. Class Test

41. Class Test

42. Class Test

43. Class Test

44. Google Class Room

45. Google Class Room

46. Q. Machine is capable of:
a) Creating energy
b) Creating and transforming energy
c) Transforming and transferring energy
d) Creating, transforming and transferring energy
Hint: A Machine is capable of doing some useful work. It converts and transfers energy

47. Approach :
Great Lines ----
“Change cannot be created for you every time.
You must strive & Bring the change Yourself”
Said By: - Tukaram of Chitale Bhadhu Mithaiwale, Pune
Meaning – Kripaya Sutte Paise Dya

48. Enhance retention and transfer9
To help students develop expertise, they must adopt new
knowledge.
Methods for helping internalizing new knowledge include:
• Having them summarize content
• Having them generate examples
• Having them create mind maps / concept maps
• Having them create outlines
• Having them create other type of reference material

49. Think of Screw Jack
and list out its
Elements
Handle
Screw
Nut
Body

52. Production And Industrial
Management II
By
Nitin G Shekap
Unit I
Process Engineering
Lecture 2

53. (L2) Objective of todays Discussion
Functions of Product Engineering Department ……
Definition of Process Engineering

54. Functions of the product engineering department
A. To design the product for function
1. Build models for testing
2. Provide part prints
a. Physical dimensions
b. Material
3. Provide tool design and construction aids
a. Master layouts
b. Templates
c. Master models
4. Provide specification or standards manuals
a. Material specifications-chemical analysis and physical properties
b. Specifications for special processes-chemical and physical properties
c. Procedures for testing and inspection
d. Procedures and specifications for joining processes
e. Specifications for threads, gears, splines, keys, and so on

55. Functions of the product engineering department
B. To design the product for customer satisfaction
1. Sales appeal
a. Appearance-color and styling
b. Improvements-changes and additions over the old model
c. Designs to meet the needs of the customer
2. Durability and life expectancy of product-parts are designed to
satisfy customer by giving the durability expected in relation to cost

56. C. To design the product for cost
1. Cost of product must be low enough to compete with similar parts
2. Cost must be high enough to provide a profit desired by owners of
company
3. Cost must be in correct relationship with durability and life
expectancy
Functions of the product engineering department

57. Functions of the product engineering department
D. To design the product for ease of maintenance and assembly
1. Accessibility for ease of part repair and replacement
2. Design for ease in assembly and disassembly
3. Provide drawings for maintenance and method of assembly

58. Process Engineering
Process engineering takes place directly after product engineering, has
completed the design of a product. Process engineering is then the second
step required in the over-all procedure before manufacture can begin.
It takes the information received and then creates the plan for manufacture.
Processing is then the function of determining exactly how a product will be
made. The process engineer will develop a set of plans or directions on part
manufacture. He will then initiate the orders required to put the plan into
effect.

59. Home Work
Select any product and explain what you will do as a product engineer.
Take away….
Understanding and functions of product engineering department

60. Gain
Attention
Informing
Learner
Stimulating
Recall
Present the
contents
Provide
guidance
Elicit
performance
Provide
feedback
Assess
performance
Retention
and transfer
Hey
You?
Yesterday
we learned
how to..
Here is
something to
help you
understand
This is how
you could
improve
Here is
how to
remember
this and
apply it
Today we
are going
to..
Here is
Something
new
Demonstrate your
understanding for
me by …
This is how
well you did